Work in Progress: Design and implementation of collaborative problem-based learning laboratory modules for engineering and non-engineering students

Abstract

Motivation and Background Problem-based learning (PBL), which originated in the 1960s for professional training of physicians for medical practice, is now extensively practiced in various science, technology, engineering, and mathematics (STEM)-related fields.1, 2 PBL can provide opportunities for students to solve complex and open-ended, real-life problems encountered in professional practice. It is often carried out in small groups under the guidance of an instructor with varying degree of structures or scaffolds embedded in the course. Its main goal is to equip students with the knowledge, skills, and experience required to be competitive forces in their future careers. PBL has been proven to foster lifelong learning, teamwork skills, and critical thinking.3 While it is not a silver bullet to solve every challenge in engineering education, it is generally agreed that PBL can be an effective strategy for teaching difficult engineering concepts and improving learning outcomes when applied correctly.4, 5, 6 Its implementation and effect on students' learning outcomes have been studied and demonstrated in courses in various disciplines of engineering, educational settings, and student populations. However, there is a dearth of research on PBL application and its assessment for engineering courses offered to a mixed group of students from engineering and non-engineering STEM disciplines. In addition, according to the author's knowledge, there is a limited number of studies on PBL application in food process engineering courses, while dozens of studies on the implementation of PBL in other food-related courses such as food science, food safety, chemical engineering, and biotechnology are available.7, 8, 9, 10, 11 This work-in-progress paper describes the collaborative PBL laboratory modules developed for one of the food and process engineering courses offered at the University of Wisconsin-River Falls. Food and Process Engineering I (AGEN 352) is a required course for multiple majors within the college. The course is taken by engineering and non-engineering STEM majors (Ag Engineering Technology, Ag Engineering, and Food Science and Technology) in their junior and senior years. The fact that the enrolled students vary in their majors, background knowledge in engineering, and experiences in solving engineering problems poses a unique challenge for this course. The course must provide a rigorous and applied educational experience for engineering students to meet the criteria set by Accreditation Board for Engineering and Technology (ABET) while ensuring that the non-engineering STEM students (in Ag Engineering Technology and Food Science and Technology) in the class learn and apply core engineering concepts and technology to solve food engineering problems in a team setting. In the past, the non-engineering STEM students enrolled in this course often expressed that they felt daunted and overwhelmed by the rigorous engineering-focused coursework involved in this course. This challenge led to the need to redesign the course, especially the laboratory (lab) portion, to help all students - regardless of their background knowledge in food process engineering - acquire problem-solving skills and preserve conceptual knowledge through multiple problem-solving experiences.